by Sophie Renaudineau, London Metropolitan University, UK.
As educators, we all know how quickly the educational landscape is evolving. With digital media and GenAI reshaping the way we communicate and learn, there’s an urgent need to rethink traditional assessment. What if we could move away from the standard essay or in class exam and offer students something more creative, interactive, and inclusive? This is precisely the approach we’re going to adopt in my second-year Psychobiology module, where students will take on the role of podcast creators.
One of the most powerful ways to learn is by teaching others. As Seneca wisely said, ‘Teaching is learning,’ and Comenius echoed, ‘He who teaches, learns.’ Explaining content to others—rather than just learning it—requires greater effort to select relevant information and organize it meaningfully, leading to better cognitive outcomes for the explainer. Creating podcasts perfectly embodies this type of learning by doing. So, for the creators, translating complex topics into concise, engaging content deepens their understanding and sharpens their communication skills. Meanwhile, for the listeners, the conversational style, sound effects, and storytelling make challenging concepts more accessible and dynamic, creating a more engaging learning experience.
For this project, students will create 13-minute podcasts on a specific topic relevant to the course. Why 13 minutes? 13 minutes is brief enough to maintain student’s attention while ensuring key points are covered. Besides, a 13-minute podcast corresponds to a script of approximately 1500 to 2000 words, which is the equivalent of a standard essay length. Each podcast will include a five-question flash quiz designed to test listeners’ immediate retention of the material. The flash quiz should serve three purposes: first, to help the creator reflect on the key points made in the podcast; second, to assess how effectively they communicate that knowledge to others; and third, to consolidate learning for the listeners.
What excites me most about this approach is that it opens the door for students to incorporate their own experiences and potentially conduct interviews, offering a personal touch that AI cannot replicate. Imagine a student interviewing an expert (either a psychologist or a neuroscientist), adding that human connection and real-world insight into their podcast. These kinds of personal touches bring learning to life, making it feel less like a classroom exercise and more like a conversation between peers.
But it’s not just about the content; it’s also about how we involve students in the process. To ensure transparency and inclusivity, we will be co-creating the marking criteria with the students. This is an essential step in building ownership over their learning and ensuring that the assessment feels fair and meaningful to them. By working together to establish the criteria, we are not just evaluating content but encouraging collaboration and discussion around what constitutes quality work. It’s a way of rethinking assessments that values student input.
Another exciting aspect of this project is the peer review element. Once the podcasts are produced, we’ll host an evaluation event where students will listen to their peers’ work, provide feedback, and assign grades. This will promote an atmosphere of mutual respect and active listening, encouraging students to engage attentively with topics outside their immediate area of expertise. It will also create a more collaborative learning environment where students are both teachers and learners.
The format itself is another powerful tool in enhancing inclusivity. Podcasts allow for flexible learning. Students can engage with the material at their own pace, listen to the podcasts multiple times if necessary, and reflect on key points more effectively than they might in a lecture or written assignment. This is particularly valuable for students who may struggle with traditional exams but excel in oral communication or creative expression. Podcasts provide a platform where diverse strengths can stand out.
This project isn’t just about students—it’s about how we, as educators, rethink our teaching approach. Using podcasts as an assessment tool has prompted me to reflect on how to create more inclusive, student-centered learning experiences. Ultimately, the goal of this project is to reimagine what assessments can be. By embracing podcasts, we’re offering students the chance to engage with the material in a dynamic and interactive way, allowing them to develop essential communication and collaborative skills while also having fun with the process. It’s an exciting step forward in creating a more inclusive, creative, and meaningful learning experience for everyone involved.
Author
Dr. Sophie Renaudineau, neuroscientist and educator, London Metropolitan University, UK
